Our research

Roberts' PhD project focusses on exploring widening participation initiatives, using ‘science capital’ theory (Archer et al., 2015) to help explain patterns of inclusion and exclusion of pupils from minoritised groups in the science sector.

Findings from observation, in particular, highlight how the WROL helps visiting school pupils engage with key elements of practical science, which previous research has shown that minoritised pupils have less access to.

Observation has shown how important impromptu conversations with undergraduate ambassadors can be in helping to prepare visiting pupils for navigating the university admissions process.

School pupils and Imperial undergraduate ambassadors were frequently observed talking about tuition fees and student finance, university interview technique, how to choose a university and how to choose a course – all topics which previous work has shown that minoritised school pupils are less likely to discuss at home or school, when compared to peers.

Visiting pupils, kind enough to give up part of their lunchtime to take part in focus groups, have spoken about their experiences of science outside of the WROL and state how acutely aware they are of their exclusion from the science sector.

These findings further strengthen the view that out-of-school learning experiences, which include pupils in the everyday practices of science and move science beyond the school curriculum, are important for widening participation.

Most recently, the research has been presented at several conferences including the European Association for Research on Learning and Instruction (EARLI) conference in 2019 and a paper has recently been published in the journal of Widening Participation & Lifelong Learning and within Research Intelligence magazine.